The effectiveness of adult volunteer tutoring on reading among “at risk” first grade children

Reading Research and Instruction

Volumn 38, Issue 2, 1998, Pages 143-152

  Rimm Kaufman, Sara E ^a   Kagan, Jerome ^b   Byers, Happie ^c  

^a UNIVERSITY OF VIRGINIA   (United States)

^b HARVARD UNIVERSITY   (United States)

^c Cambridge School Volunteers   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012504607     PISSN: 08860246     EISSN: None     Source Type: Journal    
DOI: 10.1080/19388079909558284     Document Type: Article

References (14)

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4. Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31(3), 268-289.
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9. Riley, R. W. (1997). The challenge and promise of reading. From the desk of the secretary of education. Teaching Pre-K-8, 27, (6), 6.
10. Rosenthal, R., & Rosnow, R. L. (1991). Essentials of Behavioral Research: Methods and Data Analysis. New York: McGraw-Hill Publishing Company.
11. Simmons, D. C., Fuchs, L. S., Fuchs, D., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low performing students in regular classrooms. The Elementary School Journal, 95, 387-408.
12. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
13. Wasik, B. A. (1997). Volunteer tutoring programs. A review of research on achievement outcomes. (Report No. 14). Baltimore, MD: Center for Research on the Education of Students Placed At Risk. (ERIC Document Reproduction Service No. ED 410 360).
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